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SNT1-Task 3 A. My classroom management philosophy emulates the environment of my sixth-grade class in Italy. Before year six, I was a very stubborn child that never participated or followed directions. My sixth-grade teacher changed me academically and emotionally for the better. Following her lead, my management philosophy will be very student-centered. I will rely on my skill of organization and ability to multitask to create an atmosphere that's vibrant, collaborative, and meets my students' needs. My philosophy of managing my classroom will require flexibility and preparation to follow my students' curiosity while presenting material and information in multiple formats allowing my various learners to connect through shared learning. My philosophy doesn't align with the traditional classroom structure; I would like it most closely to Alfie Kohn's student-directed learning. I connect with the strong statement: "Skillful educators tap students' natural curiosity and desire to become competent. In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding". (Students Don't "Work"--They Learn (*),
B. The democratic approach, which involves shared decision making, is my chosen method of establishing expectations and rules in my future classroom. Students feel empowered when
“deciding on group norms, or agreements, right from the get-go will give each student a voice and provide accountability for all” (Alber, 2017). This method would need collaboration with my students; for this task, I could create the following list as an example of essential thoughts to consider. Classroomexpectation s:
- We are our People
- We speak with respect
- We listen with our ears, minds, and hearts
- We honor confidentiality
- We take responsibility for ourselves ClassroomRule s:
- We check-in with Mrs. C every morning
- We follow our classroom values (values are done collaboratively and hung by the door- students demonstrate how they can display each value (kindness, honesty, respect, etc.))
- We do class circles like the superstars we are (class circles are student lead but rules are standard)
- We solve small problems independently with respect and work on big problems together
- Be curious but share the air C.
and anxiety-inducing. While all exercises are essential, for this prompt, I will focus on the steps for an effective shelter-in-place drill with the understanding we are starting the scenario with the students and me located in our classroom and not elsewhere in the school building or outdoor facilities. Beginning with an alert sent out by our administrators, I will calmly but loudly use our class "code word." (A code word is a tool that I have taught my children that signals them to stop all movement and lock eyes with me and remain silent and tune out all noise besides my voice. Similar to the way a Duck would use a shrill call to alert ducklings of possible dangers, my children know and understand that our secret word is an immediate call to action that could prevent harm.) Once my students hear the word and lock eyes with me, I will instruct them to shelter. The students will immediately get into our hiding spot without running, pushing, or speaking. We will use our statue poses to remember to sit still and without noise. I will be turning off the classroom lights and locking the door as they are getting into place. My next task will be to shelter my students and maintain eye contact with each student to comfort them and follow directions. Following each drill, we will have a group circle and address any safety concerns or actions not followed to ensure proper safety procedures. Once satisfied with our practice, we will return to our pre-drill positions and classroom activities while I notate concerns or particular students' behaviors that might need attention. D.
Routine misbehavior in my classroom is an inevitable roadblock to classroom harmony. My philosophy isn't the norm or standard regarding misconduct and making bad choices—I view these situations as opportunities for the child's growth. I have studied restorative justice and created a council in my children's school, where restorative practices target larger misbehavior and work for routine and ordinary misconduct. I use these principles of accountability and self- regulation with my children in our home. As a teacher, my classroom will also follow concepts and practices to maintain my school's behavior policy. The example that comes to mind that I use at home is for constant interruptions. My son thinks that he should have my undivided attention at all times. We have implemented the "stand and wait" rule; if I'm focused on something or talking to someone, he comes and stands or sits next to me. I acknowledge him by placing my hand on his, so he knows that I am aware he needs me and will be 100% his as soon as possible. I wrap up or find a stopping point and immediately give him my attention. I start by thanking him for respecting me and practicing patience. I usually provide a silly "what's up, buttercup?", "How's it shakin' baby bacon?", or another lame Mom joke to start our conversation off with positivity and love. E.
- Effectively dealing with emotions in children involves validating and naming the emotion. When my students display feelings, I will take those opportunities to connect and build relationships. Helping the student understand what they are feeling and help them use problem-solving skills through role-reversal and leading questions that I have learned in previous classes at WGU. My focus and goal are to teach my students how to deal with emotions and feelings independently and in healthy ways.
only speaker, we discuss how we were affected by the incident. We speak openly about our feelings and what we need to feel safe. The student or students who caused the behavior issue will then make amends by accepting how their behavior affected the class and how they plan to change it. I will also ask fellow students how they could help our friends stay accountable and strategies we could use before a severe behavior problem happens.
- An emotionally safe classroom is an essential factor in my entire teaching philosophy and the foundation of my desire to become an educator. Feeling physically safe allows children to grow and learn while having basic needs met. Emotional safety in the classroom is just as crucial. To me, it means that every student I teach receives space and tools to learn resilience. This one word is my key to developing productive citizens. Research on resilience teaches us that: "Changing the life trajectories of children and youth from risk to resilience starts with changing the beliefs of the adults in their families, schools, and communities." ((Henderson et al., 2007) pg. 4) Despite socio-economic status, race, or gender, my emotionally safe classroom will be led by my care and attention to each student individually, focusing on unique talents. I will remind myself daily that alongside my teaching curriculum, my goal as an educator is to give students the gift my sixth-grade teacher gave me. Encouragement to be a problem solver, manage myself and be invincible always. F. Students Don't "Work"--They Learn (). (1997, September 3). Alfie Kohn.*
https://www.alfiekohn.org/article/students-dont-work-learn/ Alber, R. (2017, June 19). Deeper Learning: A Collaborative Classroom Is Key. Retrieved January 03, 2021, from https://www.edutopia.org/blog/deeper- learning-collaboration-key-rebecca-alber Barkley, S. (2020, March 01). Instructional Strategy: Modeling (Why, How, and Why Not). Retrieved January 03, 2021, from https://barkleypd.com/blog/instructional-strategy-modeling-why-how-and-why- not/ Henderson, N., Benard, B., & Sharp-Light, N. (2007). Resiliency in Action: Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families & Communities****. Resiliency In Action.
